Born Digital: Understanding the First Generation of Digital Natives by John Palfrey and Urs Gasser (ISBN 978-0-465-00515-4) - Really good resource - lots of information, easy read about Digital Natives and how they think... :)
Using Technology with Classroom Instruction that Works by Howard Pitler, et. al. (ISBN 978-1-4166-0570-6) - w/Foreward by Marzano - pretty good resource
Toys to Tools: Connecting Student Cell Phones to Education by Liz Kolb (ISBN 978-1-56484-247-3) - A really good resource! Lesson options in the back as well as additional FREE websites to help with technology :)
Technology in its place: Successful Technology Infusion in Schools Edited by John F. LeBaron & Catherine Collier (ISBN 978-0-7879-5682-0) - 2001 publication
Teaching with Technology: Creating Student-Centered Classrooms by Judith Haymore Sandholtz (ISBN 0-8077-3586-8) - 1997 publication
Classroom Blogging: A Teacher's Guide to Blogs, Wikis, & Other Tools that are Shaping a New Information Landscape by David Warlick (ISBN978-1-4303-2676-2)
Blogs, Wikis, Podcasts, and Other powerful Web Tools for Classrooms by Will Richardson (ISBN 978-1-4129-5972-8)
Web 2.0: New Tools, New Schools by Gwen Solomon and Lynne Schrum (ISBN 9778-1-56484-234-3)
Activity 1:
tvlife.ftm
This data set provides information on life expectancies for a sample of 22 countries. It also lists the number of people per television set in each country. Use it to answer the following questions:
1. Which of the countries listed has the fewest people per television set? Which has the most? What are the numbers?
2. Use Fathom to produce a scatterplot of life expectancy vs. people per television set. Is people per tv set a FUNCTION of life expectancy? Why or why not?
3. Does there appear to be a relationship between the two variables? Explain.
4. Find a linear model for the relationship between life expectancy and people per tv set.
5. Interpret the slope and y-intercept from #4 in the CONTEXT of the problem
6. Since the association between life expectancy and number of tv sets seems to be strongly negative, one might conclude that sending more tv sets to the countries with lower life expectancies would cause their inhabitants to live longer. Comment on this argument.
MORNING SESSIONS
Angie's Materials
Lines Lesson Plan (Tue & Wed)
U of NM Enrollment Data (Fathom)
Super Size Me Video (A fun one to watch snippets of for stats)
http://www.youtube.com/watch?v=d7Tv_mihMBA
Sharon's Materials
AFTERNOON SESSION WITH ROBIN
1. Discussion of Article and Video and Tammi's booksa. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=8756FB98C73C54F1&index=10
b. http://www.youtube.com/watch?v=IZegg_iVFDM&feature=related
Resources from Tammie & Keri
Activity 1:
tvlife.ftm
This data set provides information on life expectancies for a sample of 22 countries. It also lists the number of people per television set in each country. Use it to answer the following questions:
1. Which of the countries listed has the fewest people per television set? Which has the most? What are the numbers?
2. Use Fathom to produce a scatterplot of life expectancy vs. people per television set. Is people per tv set a FUNCTION of life expectancy? Why or why not?
3. Does there appear to be a relationship between the two variables? Explain.
4. Find a linear model for the relationship between life expectancy and people per tv set.
5. Interpret the slope and y-intercept from #4 in the CONTEXT of the problem
6. Since the association between life expectancy and number of tv sets seems to be strongly negative, one might conclude that sending more tv sets to the countries with lower life expectancies would cause their inhabitants to live longer. Comment on this argument.